유아특수교사의 직무스트레스와 직무만족도 관계에서 스트레스 대처방식의 매개효과 = The Mediating Effect of Stress Coping Methods in the Relationship Between Job Stress and Job Satisfaction of Early Childhood Special Education Teachers

다국어 초록 (Multilingual Abstract)

This study investigated the differences in job stress, stress coping methods, and job satisfaction according to the general characteristics of early childhood special education teachers In addition, the purpose is to identify the mediating effect of stress coping methods in the relationship between job stress and job satisfaction, suggest implications for increasing the job satisfaction of early childhood special education teachers. The results of the study were as follows. First, there were significant differences in job stress, stress coping methods, and job satisfaction according to the general characteristics of early childhood special education teachers depending on the work environment and the teacher's situation. Second, as a result of the correlation analysis between early childhood special education teachers' job stress and stress coping methods, job stress showed a significant positive correlation with stress coping methods furthermore, job stress and stress coping methods were found to have a significant negative correlation with job satisfaction. Third, a mediation regression analysis was conducted to determine the mediating effect of stress coping methods in the relationship between job stress and job satisfaction. As a result, it was found that stress coping methods partially mediated the relationship between job stress and job satisfaction. In the Sobel test to verify the significance of the mediation effect, the mediation effect of stress coping style was found to be significant. Based on the analysis results of this study, suggestions were presented to reduce job stress and identify the mediating effect of stress coping methods to increase job satisfaction.